1 / 18

What can e-assessment do for Teaching & Learning?

What can e-assessment do for Teaching & Learning?. Cliff Beevers and Bill Foster e-Assess Association On behalf of eAA expert panel. Introduction. caa.ecs.soton.ac.uk/Papers/ Technology to serve Education Build on research More complex question & test structure

aya
Télécharger la présentation

What can e-assessment do for Teaching & Learning?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What can e-assessment do for Teaching & Learning? Cliff Beevers and Bill Foster e-Assess Association On behalf of eAA expert panel

  2. Introduction • caa.ecs.soton.ac.uk/Papers/ • Technology to serve Education • Build on research • More complex question & test structure • Fast/accurate feedback • Efficient use of data

  3. Definition E-assessment occurs when there is an automated marking/response, to student input on-screen in a test, informing on the process of answering a question and providing feedback to learners and their teachers through well-crafted advice and reports.

  4. Outline • ARG principles • Successful e-assessment • Other research • Greenwood et al (1998) Int Conf Mathematics / Science Educ and Tech, Vol. 2000, Issue. 1, 2000, 179 • Sandine et al (2005) “The National Assessment of Educational Progress in Online Assessment in Mathematics and Writing” • Ashton et al (2005) BJET, 36(5), 771-787

  5. ARG’s formative principles • Effective planning of T&L • Focus on how students learn • Centre of classroom practice • Promote professional skills • Sensitive/constructive

  6. ARG’s formative principles • Foster motivation • Promote learning goals • Help improve learning • Develop self-assessment • Recognise range of achievement

  7. ARG’s summative principles • Valid: measure appropriate achievements • Reliable: accurate and consistent • Impact: desirable for T&L • Practical: resources provide value

  8. Examples of formative success • ALTA at Primary/Secondary • SCHOLAR at Secondary/Tertiary • Medicine at Dundee • Maths at Newcastle/Birmingham • Physics at Surrey • Open University courses • Professional eg Accountancy

  9. Newcastle Experience: Formative Headlines • Fully integrated e-learning and formative assessment system in the School of Maths & Stats. since 2006. • Used for all M & S modules in first two years as well as some large service courses. • Easy to use, good feedback from students. • Challenging questions at the right level (symbolic input - little or no MCQ). • More opportunities for practising skills • Use: ~4000 students from all three faculties. Around 180,000 sessions so far.

  10. Newcastle: Why? • More formative assignments needed to monitor progress and with timely feedback. • More opportunities for student practice in basic skills needed. • Diversify assignment methods. • Marking issues of standard paper based assignments for first year courses: time, money and uniform standards in marking. • Decided on CBA – biased towards formative assessment based on experience at Brunel, Heriot-Watt and Southampton Universities.

  11. Newcastle:What Happened? • Decided on i-assess, derived from CALM. Developed initially at Heriot-Watt. • School policy developed** Report: Using computer based assessment in first year mathematics and statistics degree courses at Newcastle University: http://mathstore.ac.uk/headocs/Foster_B.pdf • Student engagement high (90% completion of in-course assignments). • Standards have been maintained. • Evidence that 1st year retention improved. • Formative e-Assessment Award Winner (eAssessment Scotland 2010).

  12. Newcastle: Summative Assessments • High volume, high stakes exams using LMSs (Moodle, Blackboard etc). Secure environments with secure databases. • Created SCORM objects from i-assess assessments. • Multi-use across many platforms.

  13. Newcastle: How? i-assess on separate server External World via Web SCORM objects On DVDs Distance learning SCORM Moodle i-assess on Univ Server External World via RAS SCORM Blackboard Clusters University via LAN

  14. Further Example of summative success • CALM/Mathwise formative from 1985 at HW • 1995 research to check on Reliability & Validity • Impact: encouraged use of formative e-resources • Practical: 500 undergraduates tested over week • randomisation • mathematical expressions • steps • provided immediate re-test.

  15. QTI • Benefits: • no lock in to supplier • question sharing potential • Barriers: • reduced range & quality of question types • MCQ + variants too restrictive • lessons not passed on • not appropriate in STEM subjects • lack of adaptive modes

  16. Barriers • Time to create good questions • High initial costs • Poor collaboration history • NIH • Digital divide

  17. PASS-IT in Scotland Collaborative project: HW/LTS/BBC/SFEU/SQA • Explored formative/summative e-testing in post-16 education • Pilots delivered: 6 levels in 1 subject • Variety of levels in 5 other subjects • Support candidates with additional needs • Summary at www.pass-it.org.uk/project_materials.asp

  18. Conclusions • What works in Education? Make that the standard. • E-assessment can: Enhance teaching, improve learning and measure part of it. • Formative: SCHOLAR (Scotland) from 1999 • Research: www.pass-it.org.uk, 2003-5 • Summative: e-NABs from 2006.

More Related